Welcome to PC 3 - Assessment for Learning !

This class is specially designed for the B. Ed. First year students of Regional Institute of Education Bhopal which is a constituent unit of NCERT New Delhi.

Content

Unit 1- Overview of Assessment and Evaluation

• Perspective on Assessment and Evaluation of learning in a Constructivist Paradigm
• Distinction between 'Assessment of Learning' and 'Assessment for Learning'
• Purposes of Assessment in a 'Constructivist' Paradigm-

1. Engage with learners' minds in order to further learning in various dimensions
2. Promote development in Cognitive, Social and Emotional aspects

• Critical review of current Evaluation practices and their Assumptions about learning and development
• Clarifying the terms

1. Assessment, Evaluation, Test, Examination, measurement
2. Formative and Summative Evaluation
3. Continuous and Comprehensive Assessment
4. Grading

Unit 2- What is to be Assessed ?

• Dimensions and levels of learning

1. Retention or Recall of facts and concepts; application of specific skills
2. Manipulating tools and symbols; problem-solving; applying learning to diverse situations
3. Meaning-making propensity; abstraction of ideas from experiences; seeing links and relationship; inference; analysis; reflection
4. Originality and initiative; collaborative participation; creativity; flexibility

• Contexts of Assessment

1. Subject-related
2. Person-related

Unit 3- Assessment of subject based learning

• Enlarging notions of 'subject-based learning' in a constructivist perspective
  Assessment tools
• Kinds of tasks - projects, assignment, performances
• Kinds of tests and their construction
• Observation of learning processes by self, by peers, by teacher
• Self-Assessment and Peer Assessment
• Constructing portfolios
• Quantitative and Qualitative aspects of assessment - appropriate tools for each

Unit 4- Teacher competencies in evolving appropriate assessment tools

• Visualizing appropriate assessment tools for specific contexts, content, and student
• Formulating tasks and questions that engage the learner and demonstrate the process of thinking; scope for original responses
• Evolving suitable criteria for assessment
• Organizing and planning for student portfolios and developing rubrics for portfolios assessment
• Using assessment feedback for furthering learning
• Use of ICT

Unit 5- Data Analysis, Feedback and Reporting

• Statistical tools-percentage, graphical representation, frequency distribution, central tendency, variation, normal distribution, percentile rank, correlation and their interpretation
• Feedback as an essential component of formative assessment

1. Use of assessment for feedback; for taking pedagogic decisions
2. Types of teacher feedback (Written comments, oral); peer feedback
3. Place of mark, grades and qualitative descriptions

• Developing and maintaining a comprehensive learner profile
• Purposes of reporting - to communicate

1. Progress and profile of learner
2. Basis for further pedagogic decisions

• Reporting a consolidated learner profile----

sweet home